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Administration and Scoring of “Fluidez en la Segmentaci ón de Fonemas” (FSF)

D ynamic M easurement G roup. Supporting School Success One Step at a Time. IDEL™ Training:. Administration and Scoring of “Fluidez en la Segmentaci ón de Fonemas” (FSF). Fluidez en la Segmentaci ón de Fonemas (FSF). FRO. FLO. FPS. FSF. FUP. FNL.

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Administration and Scoring of “Fluidez en la Segmentaci ón de Fonemas” (FSF)

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  1. Dynamic Measurement Group Supporting School Success One Step at a Time IDEL™ Training: Administration and Scoring of“Fluidez en la Segmentación de Fonemas” (FSF)

  2. Fluidez en la Segmentación de Fonemas (FSF) FRO FLO FPS FSF FUP FNL Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade © 2005, Dynamic Measurement Group

  3. Big Idea: Benchmark Goal: Assessment Times: Phonemic Awareness 35 end of K 18 at middle of K Kindergarten: Fall?, Winter, Spring First Grade: Fall, Winter, Spring Fluidez en la Segmentación de Fonemas (FSF) © 2005, Dynamic Measurement Group

  4. Materials • Benchmark or progress monitoring booklet • Clipboard • Stopwatch • Pen or pencil © 2005, Dynamic Measurement Group

  5. Fluidez en la segmentación de fonemas (FSF) 1.Place scoring booklet on clipboard and position so that student cannot see what you record. Say these specific directions to the student: © 2005, Dynamic Measurement Group

  6. Fluidez en la segmentación de fonemas (FSF) “Voy a decir una palabra. Después de que la diga, quiero que me digas todos los sonidos que tiene la palabra. Por ejemplo, si yo digo, “oso,” tú dices /o/ /s/ /o/.” Vamos a probar. (pausa) Dime los sonidos en “mesa.” © 2005, Dynamic Measurement Group

  7. Correction Procedure Bien. Aquí viene tu primera palabra. © 2005, Dynamic Measurement Group

  8. Directions for Administration • Say the first word and start your stopwatch. 2. Put a slash ( / ) through segments pronounced incorrectly. 3. Leave segments that are omitted blank. 4. If the student says the whole word, circle the entire word and give 0 points. 5. As soon as the student is finished saying the sounds, present thenext word promptly and clearly. © 2005, Dynamic Measurement Group

  9. Directions for Adminsitration cont… • At the end of 1 minute, place a bracket after the last sound segment, stop presenting words and scoring further responses. • Add the number of correct sound segments. 8. Add the total number of correct syllables. 9. Record the total number of segments AND syllables on the bottom of the scoring sheet. © 2005, Dynamic Measurement Group

  10. Timing and Wait Rules Continuous for 1 Minute • Start the stopwatch after you say the first word. • At the end of 1 minute place a bracket (]) after the last sound segment, say “stop” and stop your stopwatch. Do not present more words. © 2005, Dynamic Measurement Group

  11. Wait Rule for FSF3 Seconds • Maximum time for each sound segment is 3 seconds. • If the student does not say the next sound segment within 3 seconds, say the next word. © 2005, Dynamic Measurement Group

  12. Discontinue RuleFirst 5 Words • If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0). © 2005, Dynamic Measurement Group

  13. Prompting Rule • If a student has done the examples correctly and does not answer the questions correctly, say, “Recuerda decirme los sonidos en la palabra.” • This prompt can be given once. © 2005, Dynamic Measurement Group

  14. Directions for Scoring • Underline the sound segments in the word the student produces that are correctly pronounced. • Total Parts – Todas Las Partes (TLP): Students receive 1 point for each different, correct, part of the word – Same scoring rule as PSF. • Syllable Parts – Sílabas (Síl): 1 point for each different,correct,syllable part, excluding one syllable words (no cuente monosílabos). © 2005, Dynamic Measurement Group

  15. Directions for Scoring cont… 2. Put a slash ( / ) through segments pronounced incorrectly. 3. Leave segments that are omitted blank. 4. If the student says the whole word, circle the entire word and give 0 points. © 2005, Dynamic Measurement Group

  16. Correct Phoneme Segmentation Scoring Examples: Underline Correct Sound Segments Examiner says “abajo” student says “a...b...a...j...o” Examiner says “lista” student says “l...i...s...t...a” Examiner says “lana” student says “l...a...n...a” Examiner says “sala” student says “s...a...l...a” 10 1 8 0 18 1 © 2005, Dynamic Measurement Group

  17. Practice Scoring Phonemes TLP Síl 7 1 9 0 1 7 23 Todas Las Partes (TLP): ____ 2 Sílabas (Síl): ____ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  18. Correct Syllable Segmentation Scoring Examples: Underline Correct Sound Segments Examiner says “abajo” student says “a...ba...jo” Examiner says “lista” student says “lis...ta” Examiner says “lana” student says “la...na” Examiner says “sala” student says “sa...la” 5 5 4 4 9 9 © 2005, Dynamic Measurement Group

  19. Mixed Phoneme & Syllable Segmentation Underline Correct Sound Segments Examiner says “abajo” student says “a...b...a...jo” Examiner says “lista” student says “l...i...s...ta” Examiner says “lana” student says “l...a...na” Examiner says “sala” student says “s...a...la” 8 3 6 2 14 5 © 2005, Dynamic Measurement Group

  20. 4 4 7 2 1 7 18 7 Practice Scoring Phonemes and Syllables TLP Síl Todas Las Partes (TLP): ____ Sílabas (Síl): ____ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  21. Scoring Examples: Schwa’s are free with consonants Schwa Sounds Ə(in English /uh/) Examiner says “abajo” student says “a...bƏ...a...jƏ…o” Examiner says “lista” student says “lƏ...i...sƏ...tƏ…a” Examiner says “lana” student says “lƏ...a...nƏ…a” Examiner says “sala” student says “sƏ...a...lƏ…a” 10 1 8 0 18 1 © 2005, Dynamic Measurement Group

  22. 5 2 4 0 9 2 Incomplete Segmentation other than Syllable Examiner says “abajo” student says “aba...jo” Examiner says “lista” student says “li...s...ta” Examiner says “lana” student says “lan…a” Examiner says “sala” student says “s...ala” Underline Correct Sound Segments © 2005, Dynamic Measurement Group

  23. Practice Scoring Incomplete Segmentation TLP Síl e l l a / e / | / y / / a / b e bé / b / / e / | / b / / e / _ _ _ / 7 _ _ _ / 4 g r a s a / g / / r / / a / | / s / / a / p o d e r / p / / o | / d / / e / / r / _ _ / 1 0 _ _ _ / 4 p a n / p / / a / / n / u n a s / u / | / n / / a / / s / _ _ _ / 7 _ _ _ / 2 Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  24. 4 2 5 1 0 5 14 3 Practice Scoring Incomplete Segmentation TLP Síl e l l a / e / | / y / / a / b e bé / b / / e / | / b / / e / _ _ _ / 7 _ _ _ / 4 g r a s a / g / / r / / a / | / s / / a / p o d e r / p / / o | / d / / e / / r / _ _ / 1 0 _ _ _ / 4 p a n / p / / a / / n / u n a s / u / | / n / / a / / s / _ _ _ / 7 _ _ _ / 2 Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  25. Overlapping Segmentation Scoring Examples: Give credit for each different, correct, sound segment of the word. Examiner says “abajo” student says “aba..ajo” Examiner says “lista” student says “lis..ta..a” Examiner says “lana” student says “la…a…na” Examiner says “sala” student says “sa…a…la˘¯¯ 5 2 6 4 11 6 © 2005, Dynamic Measurement Group

  26. Practice Scoring Overlapping Segmentation TLP Síl e l l a / e / | / y / / a / b e bé / b / / e / | / b / / e / _ _ _ / 7 _ _ _ / 4 g r a s a / g / / r / / a / | / s / / a / p o d e r / p / / o | / d / / e / / r / _ _ / 1 0 _ _ _ / 4 p a n / p / / a / / n / u n a s / u / | / n / / a / / s / _ _ _ / 7 _ _ _ / 2 Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  27. TLP _ _ _ / 7 _ _ _ / 4 / r / _ _ / 1 0 _ _ _ / 4 _ _ _ / 7 _ _ _ / 2 Practice Scoring Overlapping Segmentation Síl 5 3 e l l a / e / | / y / / a / b e bé / b / / e / | / b / / e / 6 2 g r a s a / g / / r / / a / | / s / / a / p o d e r / p / / o | / d / / e / 6 2 p a n / p / / a / / n / u n a s / u / | / n / / a / / s / 17 Todas Las Partes (TLP): ____ 6 Sílabas (Síl): ___ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  28. 10 1 8 0 18 1 Sound ElongationUnderline Correct Sound Segments (approx 1 second per sound) Examiner says “abajo” student says “aaaaabaaa..jooo” Examiner says “lista” student says “liiiiiiiisss..taaaa” Examiner says “lana” student says “laaaaaa…naaaaa” Examiner says “sala” student says “saaaaa…laaaa”. © 2005, Dynamic Measurement Group

  29. ella /e/ /y/ /a/ grasa /g/ /r/ /a/ /s/ /a/ uvas /u/ /v/ /a/ /s/ bebé /b/ /e/ /b/ /e/ poder /p/ /o/ /d/ /e/ /r/ unas /u/ /n/ /a/ /s/ Practice Scoring Sound Elongation (Trainee) © 2005, Dynamic Measurement Group

  30. ella /e/ /y/ /a/ grasa /g/ /r/ /a/ /s/ /a/ uvas /u/ /v/ /a/ /s/ bebé /b/ /e/ /b/ /e/ poder /p/ /o/ /d/ /e/ /r/ unas /u/ /n/ /a/ /s/ Practice Scoring Sound Elongation © 2005, Dynamic Measurement Group

  31. Incorrect Sound Segment Slash (/) Incorrect Sound Segments Examiner says “abajo” student says “a..ba…jos” Examiner says “lista” student says “p…i…s…t…a” Examiner says “lana” student says “p…a…l…a” Examiner says “sala” student says “s…o…l…a” 6 1 5 0 11 1 © 2005, Dynamic Measurement Group

  32. 5 2 8 0 13 2 Additions Additions are not counted as errors if they are separated from the other sounds in the word. Examiner says “abajo” student says “a…ba…jos” Examiner says “lista” student says “l…i…s…tra” Examiner says “lana” student says “p…l…a…n…a” Examiner says “sala” student says “s…a…l…a…s” © 2005, Dynamic Measurement Group

  33. Practice Scoring Incorrect Sounds and Additions TLP Síl e l l a / e / | / y / / a / b e bé / b / / e / | / b / / e / _ _ _ / 7 _ _ _ / 4 g r a s a / g / / r / / a / | / s / / a / p o d e r / p / / o | / d / / e / / r / _ _ / 1 0 _ _ _ / 4 p a n / p / / a / / n / u n a s / u / | / n / / a / / s / _ _ _ / 7 _ _ _ / 2 Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos) © 2005, Dynamic Measurement Group

  34. Practice Scoring Incorrect Sounds and Additions TLP Síl 7 1 e l l a / e / | / y / / a / b e bé / b / / e / | / b / / e / _ _ _ / 7 _ _ / 4 7 0 g r a s a / g / / r / / a / | / s / / a / p o d e r / p / / o | / d / / e / / r / _ _ / 1 0 _ _ _ / 4 5 1 p a n / p / / a / / n / u n a s / u / | / n / / a / / s / _ _ _ / 7 _ _ / 2 _ 19 Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos) 2 © 2005, Dynamic Measurement Group

  35. 6 2 6 0 12 2 Omissions Leave Blank: Wait 3 seconds for elaboration Examiner says “abajo” student says “a…ba…(3 sec)” Examiner says “lista” student says “l…i…t…a Examiner says “lana” student says “l…n…a” Examiner says “sala” student says “s…a…l…(3 sec)” © 2005, Dynamic Measurement Group

  36. 0 0 0 0 0 0 No Segmentation/whole word Circle Examiner says “abajo” student says “abajo” Examiner says “lista” student says “lista” Examiner says “lana” student says “lana” Examiner says “sala” student says “sala” © 2005, Dynamic Measurement Group

  37. 3 1 2 0 5 1 “No sé” No Score Examiner says “abajo” student says “a….(3sec) Examiner says “lista” student says “l…i…(3sec) Examiner says “lana” student says “No sé” (3sec) Examiner says “sala” student says “s…a (3sec)”Do not underline; say the next word. © 2005, Dynamic Measurement Group

  38. Sounds out of order Give credit for sound parts that are correct and in the correct order Examiner says “abajo” student says “a…jo…ba” Examiner says “lista” student says “ta…lis” Examiner says “lana” student says “a…n…l…a” Examiner says “sala” student says “sa…a…l” 1 1 1 1 2 2 © 2005, Dynamic Measurement Group

  39. Articulation and DialectImperfect pronunciation due to dialect, articulation, or second language interference is not penalized. Examiner says “fruta”, student says “flu…ta”. Examiner says “gusta”, student says “g..u..j..ta”. Examiner says “cinta”, student says “thin…ta”. Examiner says “visa”, student says “b..i..s..a”. 6 3 2 6 12 5 © 2005, Dynamic Measurement Group

  40. Practice Scoring (trainee) © 2005, Dynamic Measurement Group

  41. 0 0 5 3 4 2 2 8 7 2 3 4 31 10 Final Score • Add number of correct phonemes for each line up to bracket. • Total number of correct sound segments in space provided in lower right hand corner of probe. 1 0 © 2005, Dynamic Measurement Group

  42. Pronunciation Guide • Different countries or regions of a country use different Spanish dialects. These pronunciation examples should be modified consistent with regional dialects and conventions. • For example, /s/ as in gustar is pronounced as a /j/ in certain regions of Central America and the Caribbean. Our examples are typical of the pronunciation in Mexico City. © 2005, Dynamic Measurement Group

  43. Pronunciation Guide © 2005, Dynamic Measurement Group

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